Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OFFICE OF AURORA
ELISEO C. RONQUILLO SR. MEMORIAL NATIONAL HIGH SCHOOLHIGH SCHOOL
___________________________________________________________________________

Lesson Title Structuralist Context, Plot, Character, and Characterization in My Father Goes to Court

Learning Area/s ENGLISH 7

Name of Teacher/s THELMA V. NOVILLOS

Grade Level and Section GRADE 7 (Loyalty, Unity, Resilient, Brave, Humility)

No. of Sessions 4 Sessions (Week 2)

References • Lesson Exemplar

(books, websites, toolkits, etc.) • My Father Goes to Court by Carlos S. Bulosan

Declaration of AI use AI was used to organize and align the uploaded lesson content into the prescribed DLP format based
Cite how AI was used in the formulation on the uploaded lesson presentation and template. The lesson content, activities, guide questions,
of the lesson plan.
See DO 3 s.2026 Annex A.
vocabulary work, discussions, and assessments were based on the uploaded lesson file.

Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the
lesson – keep it clear and simple.
Intentions. Remember: Understanding your learners’ evolving context and designing around it ensure that your lessons connect with and are relevant to
them.
Learning Competency and Analyze literary texts as expressions of individual or communal values within a structural context.
Curriculum Standards:
Write the competency/ies from the curriculum that
we are targeting, and the content or performance
standards applicable to the sessions.
Learning Objectives: Session 1 Session 2 Session 3 Session 4
Write the smaller knowledge, skills, or tasks
from the competency that the learners will
Cognitive: explain the Cognitive: identify Cognitive: map the Cognitive: distinguish
work on and be able to show by the end of meaning of structuralist the parts of plot and events of My Father protagonist, antagonist,
the sessions.
context and how story explain their Goes to Court using dynamic or round
elements work meanings. Freytag’s Pyramid. character, and flat or static
together. Affective: recognize Affective: value character.
Affective: show the importance of cooperation in Affective: express empathy
appreciation for how sequence in analyzing the structure toward characters and
structure helps readers narrating a clear and of the story with explain why certain
understand the meaningful story. groupmates. characters may be loved or
message of a story. Psychomotor: Psychomotor: fill out a disliked.
Psychomotor: retell My complete the Word plot worksheet Psychomotor: complete a
Father Goes to Court Hunt activity on the showing exposition, character chart or diagram
using pictures in a parts of plot. rising action, climax, using details and inferences
group activity. falling action, and from the text.
resolution.
Learner Context: • Learners already know • Learners can • Learners are ready to • Learners can name story
Write your observations of your learners, and
how they have been performing or
the basic elements of a narrate events in apply plot concepts to characters but may need
responding to learning experiences recently. short story from Week 1. order but may need the story. help classifying character
Include strengths, interests, and possible
barriers to learning. • They can recall events help naming the • They may need types.
in My Father Goes to formal parts of plot. scaffolding in placing • They are interested in
Court but may still need • They enjoy puzzle- each event under the discussing characters they
guidance in explaining type activities such correct part of love, dislike, or empathize
how elements connect. as Word Hunt. Freytag’s Pyramid. with.
• Learners respond well • Some learners may • Group work can • Some learners may need
to picture-supported confuse support learners who examples before
retelling and group complication, rising need help recalling distinguishing
collaboration. action, climax, and story details. dynamic/round and
falling action. flat/static characters.

Learning A learning experience is like a thoughtfully designed journey. Each activity and interaction builds towards meaningful understanding and
Experience. growth. Identify activities and interactions to help learners gain knowledge, skills, or understanding in a purposeful way.
 Session 1 Session 2 Session 3 Session 4

Pre-Lesson: • Prayer • Prayer • Prayer • Prayer

Describe how you will help the learners get
ready for the lesson.
• Greetings • Greetings • Greetings • Greetings
• Classroom • Checking of • Classroom • Checking of attendance
management attendance management • Review of plot structure
• Checking of • Review of • Review of the parts and the events of the story.
attendance structuralist context. of plot: exposition, • Teacher asks: Who are the
• Review of the five • Teacher asks rising action, climax, important characters in My
elements of a short learners to recall the falling action, and Father Goes to Court?
story: character, setting, sequence of events in resolution. • Learners prepare for
conflict, plot, and My Father Goes to • Teacher asks: Which discussion of character
theme. Court. part is considered the types.
• Teacher asks: How do • Learners prepare for most exciting part of
these parts work the Word Hunt the story?
together to make a activity. • Learners prepare
story interesting? their plot worksheet.

Flow: Structuralist Context The Plot The Plot Structure: Character

Describe the activities that you can
implement in 1 or more sessions to meet the
Teacher explains that to The plot is the Freytag’s Pyramid A character is a person, or
learning objectives. analyze a literary text in arrangement or Teacher discusses the sometimes even an animal,
Apply the Learning Design Principles by structural context, one structure of the parts of plot using the who takes part in the action
thinking about how to: looks into the elements events or actions in a pyramid: exposition, of a short story or other
● make the objectives clear for the learners
● guide learners before letting them try the found in the text itself. story. The plot shows rising action, climax, literary work. The character
task on their own Learners study the story every detail that the falling action, and or characters are
● check the state of the learners’ well-being,
understanding, and mastery over the itself and look at characters in the story resolution. introduced in the
lesson
● connect today's new concepts to past
characters, setting, plot, experience. It is said Exposition exposition part of the plot.
competencies conflict, and theme to to be the skeleton of Usually occurs at the Types of Character
● encourage collaboration among learners
● invite learners to reflect on why this see how they work the story. beginning of a short Protagonist - the main or
matters to them together. Word Hunt story. Here the leading character of the
● ensure inclusion for learners’ varied
abilities, learning styles, and contexts Remember Directions: Look characters and setting story who makes key
To analyze a story, the carefully. Loop the are introduced. decisions that affect the
structuralist focuses on correct part of the Rising Action plot. Antagonist - the
literary elements that plot that is referred to Includes all the events character who opposes or
make up a short story by each statement that lead to the conflicts with the main
rather than the facts below. climax. It also character. Dynamic/Round
about the author’s life Word Hunt Clues presents some type of Character - a character who
or the historical milieu Vertical: 1. This conflict. Conflict is the changes, accepts changes,
in which it was written. beginning part of the struggle between two acts, and views changes as
Even though stories story introduces the forces in the story and part of the role as a human
have different parts, character and the provides interest, being. Flat/Static Character
they all work together setting. 4. The turning suspense, and - a character who does not
to make the story point of the story; it is tension. change and remains static
special and unique. said to be the most Climax or stagnant throughout the
Picture Weave Group exciting part. 6. It is The highest point and story.
Activity the ending of the the turning point of Guide Questions
Directions: Retell the story. Horizontal: 2. It the story. Usually, the Who among the characters
story My Father Goes to is the inciting incident main character comes in the story did you
Court using the given in which the major face to face with a empathize with the most?
pictures. Each group is conflict begins. 3. It is conflict. Explain your answer. Would
given 3 minutes to the part where the Falling Action you agree that we all have
collaborate and present. character faces The conflicts in the characters we love and
Rubric several conflicts climax are starting to hate? How does the writer
Yell - 5 points; before it reaches the be resolved. evoke feelings of love
Correctness - 50 points; story’s turning point. Resolution and/or hate toward the
Presentation - 5 points; 5. It is the event The story comes to a characters of a story?
Total - 60 points. leading to the ending reasonable ending. Character Chart/Diagram
Processing Questions of the story. Let’s Map the Story Directions: Identify the
How did you make use Correct Answers Directions: Explore character type of characters
of the pictures to retell 1. Exposition 2. further the literary in the story as to whether
the story? Which part of Complication 3. Rising elements of the plot dynamic/round or
the story introduced Action 4. Climax 5. used in My Father flat/static. In the next
the characters? How Falling Action 6. Goes to Court by column, write the reasons
important is the Resolution. filling out the or justifications for your
sequence of events in worksheet provided. answers. You may use lines
narrating the story and Plot the events under and your inferences from
 relaying the intended exposition, rising the text.
message of the writer? action, climax, falling
action, and resolution.

Learning Resources: • ENG7 Term 1 Week 1-2 • Plot discussion slides • Freytag’s Pyramid • Character types slides
List down the learning resources that will help
you reach your objectives. Ensure that they
lesson presentation • Word Hunt visual • Character chart or
are available and inclusive. • Pictures for Picture worksheet • Plot mapping diagram worksheet
Include options and alternatives in case of Weave activity • Board and marker worksheet • Copy of My Father Goes to
emergencies. • Copy of My Father • Copy of My Father • Copy of My Father Court
Goes to Court Goes to Court Goes to Court • Board and marker
• Board and marker • Board and marker
• Rubric for group
retelling

Opportunities for integration: • Values Education - • English • Values Education - • Values Education -
Write down any possibilities to meaningfully
another learning area, special topic, or
Learners reflect on the Communication Arts Learners discuss how Learners practice empathy
technology. Write N/A if none. family values and - Learners strengthen conflict and resolution by explaining which
communal values vocabulary for literary reveal values in the character they understand
shown in the story. analysis through plot story. most.
• Arts - Learners use terms. • Arts - Learners use • English Communication
pictures to retell the • Arts - Learners Freytag’s Pyramid as a Arts - Learners justify
sequence of events visualize the structure visual organizer for answers using lines and
creatively. of events through a story events. inferences from the text.
• T.L.E/I.C.T. - Learners Word Hunt and plot • T.L.E/I.C.T. - Learners • T.L.E/I.C.T. - Learners may
may use projected diagram. may complete or view use a digital character chart
pictures or digital slides • T.L.E/I.C.T. - Learners a digital plot map if or projected guide
for the Picture Weave may use digital slides devices are available. questions.
activity. or an online puzzle
format for the Word
Hunt activity.

Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide
Assessment. your future instruction throughout the entire session.
Formative Assessment: Learners retell My Learners complete Learners fill out the Learners complete the
Create a task, activity or questions to
evaluate learning and provide feedback every
Father Goes to Court the Word Hunt by Let’s Map the Story Character Chart/Diagram
now and then. Include ways for learners to using pictures. Teacher looping the correct worksheet by placing by identifying character
ask for guidance or support throughout each
session. uses the rubric for yell, parts of plot. Teacher events from My type, giving reasons or
correctness, and checks answers and Father Goes to Court justifications, and using
Remember to provide appropriate
accommodations so all learners can presentation, and asks clarifies the difference in the correct part of lines or inferences from the
demonstrate their understanding (e.g., varied processing questions to between exposition, Freytag’s Pyramid. text. Teacher checks
response formats, small group options, visual
or auditory supports) check understanding of complication, rising Teacher gives whether explanations
sequence and message. action, climax, falling feedback while match the story.
Learners may present action, and resolution. groups work.
orally or with peer
support.

Ways Forward. Meaningful learning can also happen beyond the classroom – for both the learners and the teacher.
Pause and reflect on what happened today.

Extended learning opportunities: Learners may retell Learners may create Learners may draw a Learners may choose one
Suggest other learning experiences outside
the classroom/class hours that learners may
My Father Goes to their own small plot simple Freytag’s character from My Father Goes
want to access to reinforce what they have Court to a family word hunt using the Pyramid for another to Court and write three traits
learned, to spark their curiosities further, or
that may provide them support in their areas member and ask six plot terms short story they with evidence from the story.
of difficulty. which part of the discussed in class. know.
story was easiest to
remember.

Reflections: Learners were able to Learners enjoyed the Learners were able to Learners showed interest in
Think about what you need to change for the
next session based on what happened today.
retell the story using Word Hunt activity. map major events, discussing characters they
Is there something the learners are interested pictures, but some Some may need though some needed empathized with. Teacher may
in exploring?
groups may need continued practice in help identifying the encourage more evidence-
Are there some things you would like to share more support in distinguishing climax. Teacher may based answers in the next
with your co-teachers, parents, or school
leaders about your classroom experience? sequencing events complication from provide a model discussion.
What would you like your instructional coach accurately. Teacher rising action and using a familiar story
to help you with? may provide falling action. before independent
numbered picture mapping.
prompts next time.

Prepared by:

THELMA V. NOVILOS
Subject Teacher

Checked by:

RAYMOND A. NAZARENO
School Principal